General

Santos City
School Grade Level 10
National
High School
10-Mula
Hezel Joy D.
Teacher Section 10-Tado
Guzon
10-Olano
Teaching Learning
Science 10
Dates Area
Time Quarter 3

I. OBJECTIVES
The learners demonstrate an understanding of how gases behave
a. Content based on the motion and relative distances between gas particles
Standards
b. Performance
Standard
1. Investigate the relationship between:
1.1 volume and pressure at constant temperature of a gas;
c. MELC 1.2 volume and temperature at constant pressure of a
gas;S10MT-Iva-b-21
At the end of the lesson, the learners should be able to:
d. Objectives a. Define the concept of Charles’ Law.
b. Explain the importance of Charles’ Law
c. Apply Charles’ Law to solve problems.

II. CONTENT
a. Topic CHARLES LAW
b. Key  Jacques Charles: Biographical Information
Concepts  Contribution to Science
 The basic equation in Charles Law: V1/T1=V2/T2
 Charles's law states that, "as temperature increases,
volume increases at constant pressure and vice versa."

[Link]-requisite - Demonstrating - Applying

Skills - Defining - Investigating
III. LEARNING
RESOURCES
a. References
1. Teacher’s MELCS (Science 10; Week1)
Guide
2. Learners Science – Grade 10, LM, Second Edition. p, 369-374
Material
Pages
3. Other YouTube, PowerPoint, TV, Laptop, Speaker, Google
Learning
Resources
4. Teacher’s MELCS (Science 10; Week1)
Guide
IV. PROCEDURES
Preliminaries Opening Prayer, greetings, checking of attendance, and giving of
rules.
Classroom rules:
1. Be respectful and kind to others
2. Raise your hand and wait to be called on before speaking
3. Listen attentively when others are speaking
4. Keep your area organized and clean

ELICIT TRIVIA:
Did you know that if you leave a balloon in the sun, it will
expand? This happens because the air of the balloon heats up,
causing it to take up more space. It’s just like how a balloon
inflates when you blow air into it! So next time you’re outside on a
sunny day, keep an eye on your balloons—they might surprise
you with their expanding powers!

The teacher will organize a team game, and the class will be
grouped into fours (4). The students will search the correct words.
“Words Search”
Direction: Find the words inside the box.

C K A N L L S L A W L K E L V I N
A N T O I D A A L G Q S V O L U M
T E M P E R A T U R E P R E S S U
U R E V O L U M E W A T E R A N T
A B S A L E T E Z E R O T H A R M
L O N A A R I R B Q D L K L A W S
S R T S D S N H T N I C S D L O R
L A P R E S S U R E Z D S E N R A
A T A M D E R A T U E E G R A D E
W A R S L A P S N O I S E G T S O

ENGAGE KELVIN - a unit of temperature measurement used in scientific

contexts, where 0 Kelvin represents absolute zero, the lowest
possible temperature.
TEMPERATURE - is a measure of the average kinetic energy of
particles in a substance
VOLUME - represents the amount of space occupied by a gas.
PRESSURE - is the force exerted by gas particles on the walls of
their container

Guide questions:
[Link] on the words found in the word search, what do
you think our lesson will be?
 Presentation of Objectives
 Each individual will read aloud as part of the activity.
“Candle”
 The teacher demonstrates the experiment
 The students will have observed what happens and answer
the guide questions

For Group 1 and 3

Guide Questions:
1. Why does the water level inside the glass rise when the
EXPLORE candle is lit?
2. How does this experiment help us understand the
relationship between temperature and volume in gases?

For Group 2 and 4

Guide Questions:
1. What changes do you notice in the behavior of the candles
as the air inside the glass heats up?
2. How does the heat from the candle affect the air inside the
glass?

 Asked students to share their thoughts and answers to the

activity.
 Process their answers. Correct misconceptions, if any.
 Rubrics should be used in scoring.
RATE BASIS
20 If the presented answer/content /plan is correct in
all aspect.

15 If the presented answers/content/plan is correct in

EXPLAIN some aspects/items only.
5 If the presented answers/content/plan is incorrect /
inaccurate in most of the aspect/items

 Discuss with the help of PowerPoint presentation and

videos.

Guide Questions:

1. How would you explain Charles's Law to someone who

has never heard of it before?
ELABORATE INDIVIDUAL ACTIVITY:
“Solve”
Using this Charles’ Law equation, T1/V1=T2/V2
, answer the following problems.

Question 1.
Problem: A gas occupies a volume of 500 mL at a temperature
of 25°C. If the temperature is increased to 75°C while keeping the
pressure constant, what will be the new volume of the gas?

Given:
V1= 500mL T1= 25°C + 273.15=298.15K
V2=? T2= 75°C + 273.15=348.15K

Equation: T1/V1=T2/V2

Answer:
V2 = 500 mL×348.15 K
298.15K

V2 = 174,075 mL.K
298.15K

V2 = 584.21 mL

Question 2.
A gas occupies a volume of 2.00 L at a temperature of 25°C. If
the volume of the gas is increased to 3.50 L while keeping the
temperature constant, what was the initial temperature of the gas?

Given:
V1= 2.00 L T1= 25°C + 273.15=298.15K
V2= 3.50 L T2=?

Equation: T1/V1=T2/V2
V1 = V2
T1 T2
3.50 L =2.00 L
T1 25°C
Answer:
2.00 L x T1 = 3.50 L x 25°C
2.00 L x T1 = 87.50 L.°C

T1 = 87.50 L. °C
2.0 L
T1 = 43.75 °C
Guide Questions:
1. How did you find the answer? Is it hard or easy?
2. Can you explain why you found the problem hard or
simple?

 Process their answers.

 Relate it with their lessons in ESP.

 Indicator 1: Integration with ESP lesson about making

decisions the changes in temperature, as described by
Charles's Law, impact the environment and contribute to
climate change.
Generalizing the lesson:
Ask the students to share what they learned/realized after the
lesson.

EVALUATE
Directions: Read each question carefully. Choose the letter of the
correct answer.

1. Which of the following units is commonly used to measure

temperature in the context of Charles's Law? -a
a. Kelvin (K) c. Pascals (Pa)
b. Grams (g) d. Liters (L)
2. If the volume of a gas is 4 liters at a temperature of 300
Kelvin, according to Charles's Law, what would be the
volume of the gas if the temperature is increased to 600
Kelvin, assuming constant pressure? -c
a. 2 liters c. 8 liters
b. 4 liters d. 12 liters
3. Which of the following statements best explains the concept
of Charles's Law? -d
a. "As the pressure of a gas increases, its volume
decreases."
b. "The volume of a gas is inversely proportional to its
temperature, provided the pressure remains constant."
c. "As the volume of a gas increases, its pressure
increases." d. "The volume of a gas is directly proportional
to its temperature, provided the pressure remains constant.
‘’
4. Why is Charles's Law important in the study of gases? -c
a. It describes the relationship between pressure and
volume of a gas.
b. It provides a method for calculating the number of moles
of a gas.
c. It explains how gases behave under changing
temperature conditions.
d. It determines the density of a gas at various pressures.
5. How does Charles's Law contribute to understanding gas
behavior? -c
a. It explains how gases dissolve in liquids.
b. It helps predict the behavior of gases at different
altitudes.
c. It describes the relationship between the volume and
temperature of a gas.
d. It determines the color changes of gases during chemical
reactions.

Assignment:
Direction: answer the following problem and write it in a 1 whole
sheet of paper
1. A gas occupies a volume of 2.00 liters at a temperature of
25°C. f the temperature is increased to 75°C while keeping
the volume constant, what is the new temperature of the gas?

EXTEND 2. Sarah is preparing for a road trip with her friends and plans to
bring along a cooler filled with ice to keep their drinks cold.
She knows that the volume of a gas, such as air inside the
cooler, changes with temperature. Initially, the cooler is at
room temperature, 25°C, and the volume of the air inside is
5000 milliliters. If Sarah places the cooler in a car trunk where
the temperature can rise to 35°C during the trip, what will be
the new volume of the air inside the cooler?

V. REMARKS

VI.
REFLECTION
A. Number of learners who earned 80% in the evaluation.:
B. Number of learners who require additional activities
for remediation who scored below 80%:
C. Did the remedial lessons work? Number of learners
who have caught up with the lesson.:
D. Number of learners who continue to require remediation:
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my principal
or supervisor can help me solve?
G. What innovation or localized materials did I use/
discover which I wish to share with other teachers?

Prepared by:

Hezel Joy D. Guzon

Checked and Observed by:

Rater